Maximizing the Gains and Minimizing the Pains of Diversity

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A brief social-belonging intervention improves academic and health outcomes of minority students.

Gregory Walton, Geoffrey L Cohen (2011)

A brief intervention aimed at buttressing college freshmen's sense of social belonging in school was tested in a randomized controlled trial (N = 92), and its academic and health-related consequences over 3 years are reported. The intervention aimed to lessen psychological perceptions of threat on campus by framing social adversity as common and transient. It used subtle attitude-change strategies to lead participants to self-generate the intervention message. The intervention was expected to be particularly beneficial to African-American students (N = 49), a stereotyped and socially marginalized group in academics, and less so to European-American students (N = 43). Consistent with these expectations, over the 3-year observation period the intervention raised African Americans' grade-point average (GPA) relative to multiple control groups and halved the minority achievement gap. This performance boost was mediated by the effect of the intervention on subjective construal: It prevented students from seeing adversity on campus as an indictment of their belonging. Additionally, the intervention improved African Americans' self-reported health and well-being and reduced their reported number of doctor visits 3 years postintervention. Senior-year surveys indicated no awareness among participants of the intervention's impact. The results suggest that social belonging is a psychological lever where targeted intervention can have broad consequences that lessen inequalities in achievement and health.

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Perspective-taking: decreasing stereotype expression, stereotype accessibility, and in-group favoritism.

Adam D. Galinsky, Gordon B Moskowitz (2000)

Using 3 experiments, the authors explored the role of perspective-taking in debiasing social thought. In the 1st 2 experiments, perspective-taking was contrasted with stereotype suppression as a possible strategy for achieving stereotype control. In Experiment 1, perspective-taking decreased stereotypic biases on both a conscious and a nonconscious task. In Experiment 2, perspective-taking led to both decreased stereotyping and increased overlap between representations of the self and representations of the elderly, suggesting activation and application of the self-concept in judgments of the elderly. In Experiment 3, perspective-taking reduced evidence of in-group bias in the minimal group paradigm by increasing evaluations of the out-group. The role of self-other overlap in producing prosocial outcomes and the separation of the conscious, explicit effects from the nonconscious, implicit effects of perspective-taking are discussed.

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Multicultural experience enhances creativity: the when and how.

Angela Ka-Yee Leung, William Maddux, Adam D. Galinsky … (2008)

Many practices aimed at cultivating multicultural competence in educational and organizational settings (e.g., exchange programs, diversity education in college, diversity management at work) assume that multicultural experience fosters creativity. In line with this assumption, the research reported in this article is the first to empirically demonstrate that exposure to multiple cultures in and of itself can enhance creativity. Overall, the authors found that extensiveness of multicultural experiences was positively related to both creative performance (insight learning, remote association, and idea generation) and creativity-supporting cognitive processes (retrieval of unconventional knowledge, recruitment of ideas from unfamiliar cultures for creative idea expansion). Furthermore, their studies showed that the serendipitous creative benefits resulting from multicultural experiences may depend on the extent to which individuals open themselves to foreign cultures, and that creativity is facilitated in contexts that deemphasize the need for firm answers or existential concerns. The authors discuss the implications of their findings for promoting creativity in increasingly global learning and work environments.

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Journal

Title: Perspectives on Psychological Science

Abbreviated Title: Perspectives on Psychological Science

Publisher: SAGE Publications

ISSN (Print): 1745-6916

ISSN (Electronic): 1745-6924

Publication date Created: November 2015

Publication date (Print): November 2015

Volume: 10

Issue: 6

Pages: 742-748

Article

DOI: 10.1177/1745691615598513

PubMed ID: 26581729

SO-VID: a435f263-5a99-47bb-aecd-7e2065599643

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Maximizing the Gains and Minimizing the Pains of Diversity : A Policy Perspective

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Abstract

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International Journal of Critical Diversity Studies

Most cited references 10

A brief social-belonging intervention improves academic and health outcomes of minority students.

Perspective-taking: decreasing stereotype expression, stereotype accessibility, and in-group favoritism.

Multicultural experience enhances creativity: the when and how.

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Article

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